Uma abordagem ecológica envolvendo proporcionalidade na educação básica

Abstract

The present work refers to the construction of mathematical ideas related to Proportionality, given its importance as a fundamental mathematical concept for the mathematical formation of students in Basic Education. The theoretical framework of the research is based on the ecological perspective of knowledge, using as a methodology the bibliographic research allied to the Theory of Didactic Transposition. The methodological procedure was carried out from the analysis of four collections of textbooks of the second segment of Elementary School, each one representing the following respective decades: 1980, 1990, 2000 and 2010. An interview was also conducted with a book author whose collection was chosen to represent the decade of 2010. After the analysis of the textbooks and the interview, it was possible to detect the transformations that occurred in the teaching process, which began in the 1980s, as well as verifying which are the essential knowledge, or not, so that the theme Proportionality "survives" in the teaching manuals.